While national curricula in science education highlight the importance of inquiry-based learning, assessing students' capabilities in scientific inquiry remains a subject of debate. Our study explored the construction, developmental trends and validation techniques in relation to assessing scientific inquiry using a systematic literature review…

An important feature of inquiry learning is to take part in science practices including exploring variables and testing hypotheses. Computer-based dynamic visualizations have the potential to open up various exploration possibilities depending on the level of learner control. It is assumed that variable control, e.g., by changing parameters of a…

The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three-dimensional thinking graph (3DTG) that allows learners to combine in a single image,…

With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999), this study examined the relationships among students' perceived teaching element, social element, cognitive element, satisfaction, continuous…

Comprehension of a problem or task that is generated in the real world rather than presented as a well-defined problem-statement of the kind encountered in textbooks or psychological laboratories was related to the ability of recognizing, selecting and formulating problems. The process of acquiring and utilizing this ability was conceptualized…

Defines the relationship between theory and practice with specific reference to the inquiry process. Presents a five phase explanation of the inquiry process and provides a practical illustration of each phase. (Author/DB)

This essay examines flaws in the standard hypothetical-deduction inquiry model and offers another quite different model of inquiry, the multiple-completing model, for use in the school classroom. In positing this new model of inquiry the assumption has been made that a pedagogical inquiry model need not necessarily be an accurate reflection of…